EDUCATIONAL LEADERSHIP THAT WORKS
MCREL’S BALANCED LEADERSHIP FRAMEWORK
Purposeful Community
Purposeful Community
Pu
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Leadership
Leadership
Lead
ers
hip
Lead
ers
hip
FOCUSSchool practices
Classroom practices
Student characteristics
MAGNITUDECreate demand
Implement
Manage transitions
Monitor and evaluate
LEADERSHIP IS SECOND ONLY TO CLASSROOM INSTRUCTION AMONG ALL SCHOOL RELATED FACTORS THAT CONTRIBUTE TO LEARNING. (APPROXIMATELY ONE-QUARTER OF TOTAL SCHOOL EFFECTS)
LEADERSHIP EFFECTS ARE USUALLY LARGER WHEN AND WHERE THEY ARE NEEDED MOST.(Leithwood, Lewis, Anderson, Wahlstrom, 2004)
The average correlation between principal leadership behavior and school achievement is 0.25
A one standard deviation increase in teacher perceptions of principal leadership is associated with a 10 percentile gain in school achievement
Make a list of leadership practices which principals use to influence student achievement.
Share with a partner.Review list of Responsibilities and Practices
AFFIRMATION CHANGE AGENT COMMUNICATION CONTINGENT REWARD CULTURE DISCIPLINE FLEXIBILITY FOCUS IDEALS AND BELIEFS INPUT INTELLECTUAL
STIMULATION
INVOLVEMENT IN CIA KNOWLEDGE OF CIA MONITOR/EVALUATE OPTIMIZE ORDER OUTREACH RELATIONSHIPS RESOURCES SITUATIONAL
AWARENESS VISIBILITY
The average correlation between district leadership behavior and achievement is 0.24
A one standard deviation increase in district level leadership is associated with a 9.5 percentile point difference in mean student achievement.
Make a list of the activities which district leaders conduct which lead to improved student achievement.
Share with a partner.Review list of District Practices
1. COLLABORATIVE GOAL-SETTING PROCESS
2. NON-NEGOTIABLE GOALS FOR ACHIEVEMENT AND INSTRUCTION
3. BOARD ALIGNMENT WITH AND SUPPORT OF DISTRICT GOALS
4. USE OF RESOURCES TO SUPPORT THE GOALS 5. MONITORING GOALS 6. DEFINED AUTONOMY: DISTRICT/SCHOOL
RELATIONSHIP
Complete the “District GPS Tool”, rating your district’s use of research-based practices.
Share with a partner.
LEADERS PERCEIVED AS STRONG DON’T ALWAYS HAVE A POSITIVE EFFECT ON STUDENT
ACHIEVEMENT
What might explain this finding?
FAILURE TO CHOOSE THE RIGHT FOCUS
FAILURE TO GUIDE CHANGE EFFECTIVELY
FAILURE TO BUILD SENSE OF COMMUNITY AND SHARED ACCOUNTABILITY FOR RESULTS
MCREL’S BALANCED LEADERSHIP FRAMEWORK
Purposeful Community
Purposeful Community
Pu
rposefu
l C
om
mu
nit
yP
urp
osefu
l Com
mu
nity
Leadership
Leadership
Lead
ers
hip
Lead
ers
hip
FOCUSSchool practices
Classroom practices
Student characteristics
MAGNITUDECreate demand
Implement
Manage transitions
Monitor and evaluate
“Improvement is more a function of learning to do the right thing in the setting where you work than it is of what you know when you start to work.”
(Richard Elmore)
“Doing your best isn’t good enough if you don’t know what
you are doing.”
IN WHAT WAYS IS YOUR SCHOOL DISTRICT’S FOCUS ORGANIZED AROUND SPECIFIC STUDENT OUTCOMES?
IN WHAT WAYS IS YOUR SCHOOL DISTRICT’S FOCUS ORGANIZED AROUND OTHER IMPROVEMENT INITIATIVES?
• Focus on improving school and classroom practices that are already well developed and implemented.
• Focus on school and classroom practices that are implemented marginally.
• Focus on practices that lack evidence for improving student achievement.
FINDINGS FROM META-ANALYSIS PUBLICATIONS
• CLASSROOM INSTRUCTIONAL PRACTICES
• CLASSROOM-LEVEL PRACTICES, SCHOOL-LEVEL PRACTICES AND STUDENT CHARACTERISTICS
• SCHOOL-LEVEL LEADERSHIP RESPONSIBILITIES AND PRACTICES
CLASSROOM INSTRUCTION THAT WORKS (2001)
WHAT WORKS IN SCHOOLS (2003)
SCHOOL LEADERSHIP THAT WORKS (2005)
SCHOOL LEVEL CLASSROOM LEVEL
• GUARANTEED AND VIABLE CURRICULUM
• CHALLENGING GOALS AND EFFECTIVE FEEDBACK
• PARENT AND COMMUNITY INVOLVEMENT
• SAFE AND ORDERLY ENVIRONMENT
• COLLLEGIALITY AND PROFESSIONALISM
• INSTRUCTIONAL STRATEGIES
• CLASSROOM MANAGEMENT
• CLASSROOM CURRICULUM DESIGN
• STUDENT LEVEL• HOME ENVIRONMENT• BACKGROUND
KNOWLEDGE• MOTIVATION
1. OPPORTUNITY TO LEARN2. TIME 3. MONITORING 4. PRESSURE TO ACHIEVE 5. PARENTAL INVOLVEMENT6. SCHOOL CLIMATE7. COMMUNICATION AND DECISION-MAKING8. COOPERATION
1. IDENTIFY AND COMMUNICATE THE CONTENT
CONSIDERED ESSENTIAL FOR ALL STUDENTS
2. ENSURE THAT THIS CONTENT CAN BE ADDRESSED
IN THE TIME AVAILABLE
3. SEQUENCE AND ORGANIZE THIS CONTENT SO THAT
STUDENTS HAVE AMPLE OPPORTUNITY TO LEARN IT
4. ENSURE THAT TEACHERS ADDRESS THIS CONTENT
5. PROTECT THE INSTRUCTIONAL TIME AVAILABLE
WHAT OBSTACLES DO LEADERS FACE IN IMPLEMENTING A GUARANTEED AND VIABLE CURRICULUM?
WHAT LEADERSHIP KNOWLEDGE, SKILLS AND DISPOSITIONS ARE REQUIRED TO BE SUCCESSFUL IN THIS IMPLEMENTATION?
1. IMPLEMENT AN ASSESSMENT SYSTEM THAT PROVIDES TIMELY FEEDBACK ON STUDENT ATTAINMENT OF KNOWLEDGE AND SKILLS
2. ESTABLISH SPECIFIC, CHALLENGING ACHIEVEMENT GOALS FOR THE SCHOOL AS A WHOLE
3. ESTABLISH SPECIFIC GOALS FOR INDIVIDUAL STUDENTS
1. YOUR SCHOOL-WIDE GOALS AND PERFORMANCE TARGETS FOR THIS YEAR
2. THE PROCESS USED TO ESTABLISH THEM
3. THE DATA USED TO ESTABLISH GOALS AND TARGETS
4. YOUR PROCEDURES FOR DATA MONITORING AND REPORTING
1. Communication between home and school is regular, two-way and meaningful
2. Parenting skills are promoted and supported3. Parents play an integral role in assisting
student learning4. Parents are welcome in the school, and their
support and assistance are sought5. Parents are full partners in the decisions that
affect children and families6. Community resources used to strengthen
schools, families and student learning.
ASSESS YOUR DISTRICT AND SHARE WITH A PARTNER
SCHOOL CLIMATE----
THE EXTENT TO WHICH A SCHOOL CREATES AN ATMOSPHERE THAT STUDENTS PERCEIVE AS ORDERLY AND SUPPORTIVE
1. STUDENT CENTERED LEARNING2. PHYSICAL AND PSYCHOLOGICAL SAFETY3. STUDENT CONNECTEDNESS TO
SCHOOL/ADULTS/PEERS4. CONTINUUM OF STUDENT SUPPORT
SERVICES5. GENUINE STUDENT, SCHOOL, FAMILY AND
COMMUNITY PARTNERSHIPS6. SHARED LEADERSHIP
TO WHAT EXTENT DOES YOUR DISTRICT ADDRESS EACH OF THESE STANDARDS?
WHICH ARE AREAS OF RELATIVE STRENGTH AND WEAKNESS?
• COMMUNICATION/DECISION-MAKING--- THE EXTENT TO WHICH THE SCHOOL LEADER IS AN INFORMATION PROVIDER AND FACILITATES GROUP DECISION-MAKING
• COOPERATION--- THE EXTENT TO WHICH STAFF MEMBERS SUPPORT ONE ANOTHER BY SHARING RESOURCES, IDEAS AND SOLUTIONS TO COMMON PROBLEMS
“In the past, if you asked someone in a successful enterprise what caused the success, the answer was ‘it’s the people’. But that’s only partially true: it is actually the relationships that make the difference.” Michael Fullan (2001)
INSTRUCTIONAL STRATEGIES
CLASSROOM MANAGEMENT
CLASSROOM CURRICULUM DESIGN
HOW WOULD YOU HELP TEACHERS GAIN EXPERTISE IN THESE AREAS?
HOW WOULD YOU MONITOR TEACHER PERFORMANCE IN THESE AREAS?
HOME ENVIRONMENT
LEARNED INTELLIGENCE AND BACKGROUND KNOWLEDGE
STUDENT MOTIVATION
“We transform dysfunctional relationships into
functional ones, not by continuing to do what
we already know how to do more intensively and with greater enthusiasm…
…but by learning how to do new things and, perhaps more importantly, learning how to attach positive value to the learning and the doing of new things.”
Purposeful Community
Purposeful Community
Pu
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l C
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mu
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nity
Leadership
Leadership
Lead
ers
hip
Lead
ers
hip
FOCUSSchool practices
Classroom practices
Student characteristics
MAGNITUDECreate demand
Implement
Manage transitions
Monitor and evaluate
JOHN KOTTER VIDEO
1. In what ways have schools changed during your professional career?
2. What has been the effect of these changes on educators personally and on their relationships with one another?
3. What effect have these changes had on expectations for school leaders?
What are your assumptions about the future and its impact on schools?
In what ways must schools adapt to the changing environment?
Inadequate literacy and numeracy skills among large segments of our student and adult populations
An ongoing shift in the demographic profile of our population, powered by the highest immigration rates in nearly a century
The continued evolution of the economy and the nation’s job structure, requiring higher levels of skills fro an increasing proportion of workers
RECALL TWO CHANGES (ONE SELF-INITIATED AND THE OTHER EXTERNALLY IMPOSED) WHICH YOU HAVE GUIDED AS AN EDUCATIONAL LEADER.
CONSIDER ACTIONS YOU TOOK AND WHETHER YOU WERE SUCCESSFUL OR UNSUCCESSFUL.
1. What motivates people to change?
2. Why do some changes stick and others do not?
3. Why are some changes more difficult than others?
“Change in education is easy to propose, hard to implement, and extraordinarily difficult to sustain.”
Hargreaves and Fink, 2006
“Individuals and organizations have an amazing capacity to maintain their beliefs and practices in the face of massive, well-intentioned efforts to change them.”
Sparks, 2009
“Our ancient ancestors might have enjoyed heated schools and comfortable buses much earlier had there not been such a visceral opposition to the new initiatives of fire and the wheel.” (Reeves, 2009)
The magnitude of change is defined by the implications it has for the people expected to implement it and/or those who will be impacted by it.
The same change can be perceived differently by different stakeholders. (McRel, 2006)
INCREMENTAL
TECHNICAL
CONTINUOUS
FIRST ORDER
FUNDEMENTAL
ADAPTIVE
DISCONTINUOUS
SECOND ORDER
DO STAKEHOLDERS PERCEIVE THE CHANGE AS…
An extension or a break with the past? Consistent or inconsistent with prevailing
organizational norms? Congruent or incongruent with personal
values? Easily learned or requiring new knowledge
and skills?
Recall a time in your life when you participated in a change with second order implications.
Share the experience with others, relating how you felt and assessing how it worked out.
Kotter video
1. CREATE A SENSE OF URGENCYHelp others see the need for change and the importance of acting immediately.
“The leader must make clear that the price of stagnation entails pain that is greater than that associated with the proposed change.”
Reeves, 2002
2. PULL TOGETHER THE GUIDING TEAM Make sure there is a powerful group guiding
the change---one with leadership skills, credibility, communications ability, authority, analytical skills, and a sense of urgency.
“Superintendents, principals and other administrative leaders are necessary but insufficient elements of change leadership.”
Reeves, 2009
DEVELOP THE CHANGE VISION AND STRATEGY
Clarify how the future will be different from the past, and how you can make that future a reality.
“Without long-term goals, a school will focus on the immediate, the expedient and often the superficial.”
Glickman, 2003
SET THE STAGE?
Create a Sense of Urgency
Pull Together the Guiding Team
DECIDE WHAT TO DO?
Develop the Change Vision and Strategy
4. COMMUNICATE FOR UNDERSTANDING AND BUY-IN—Make sure that as many others as possible understand and accept the vision and strategy
5. EMPOWER OTHERS TO ACT—Remove as many barriers as possible
6. PRODUCE SHORT TERM WINS—Create some visible, clear successes ASAP
7. DON’T LET UP—Press harder and faster after first successes
8. CREATE A NEW CULTURE Hold on to the new ways of behaving, and
make sure they succeed, until they become strong enough to replace old traditions
“In change efforts, culture comes last, not first…A culture truly changes only when a new way of operating has been shown to succeed over some minimum period of time.” (Kotter and Cohen, 2002)
CREATE DEMAND
IMPLEMENT WITH QUALITY, FIDELITY, INTENSITY AND CONSISTENCY
MONITOR AND EVALUATE—ASSESS IMPLEMENTATION OF RESEARCH BASED PRACTICES; ATTEND TO LEADING INDICATORS
MANAGE PERSONAL TRANSITIONS
Change is situational; Transition is psychological
“When a change happens without people going through a transition, it is
just a rearrangement of the chairs.”Bridges, 2003
LEADERS MUST:
IDENTIFY WHO IS LOSING WHAT RECOGNIZE THE SIGNS OF GRIEVING ACKNOWLEDGE THEIR LOSS FIND SOME WAY TO COMPENSATE FOR THE
LOSS
NOTHING SEEMS TO WORK; PRODUCTION DIPS; BOTH CREATIVITY AND CHAOS ARE POSSIBLE; SOME MEMBERS WANT TO RUSH FORWARD WHILE OTHERS RETREAT
“The neutral zone is like the wilderness through which Moses led his people…It is the winter during which the spring’s new growth is taking shape under the earth.” (Bridges,2003)
LEADERS MUST: EXPLAIN THE PURPOSE—help people
understand the purpose behind the change. SHOW THE PICTURE—show what the
outcome will look and feel like. LAY OUT THE PLAN—have a plan for how
to get from here to there. ALLOCATE A PART FOR EVERYONE—
Give people a part in the plan and the outcomes.
What are ways you have managed these phases in your leadership experience?
ENDING (DYING)
NEUTRAL ZONE (CHAOS)
NEW BEGINNING (RENEWAL)
“INSTRUCTIONAL IMPROVEMENT IS A CONSTANT CYCLE OF DECISIONS, DISCOVERY AND FUTURE DECISIONS, AS WE EXPLORE THE UNKNOWN.”
Glickman, 2003
Purposeful Community
Purposeful Community
Pu
rposefu
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mu
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Pu
rposefu
l Com
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nity
Leadership
Leadership
Lead
ers
hip
Lead
ers
hip
FOCUSSchool practices
Classroom practices
Student characteristics
MAGNITUDECreate demand
Implement
Manage transitions
Monitor and evaluate
Composed of collaborative teams
Whose members work interdependently
To achieve common goals linked to
The purpose of learning for all
A FOCUS ON LEARNING
FOCUS ON COLLABORATIVE CULTURE
FOCUS ON RESULTS
PROVIDE TIMELY, RELEVANT FEEDBACK
DuFour, DuFour, Eaker
A purposeful community is one with:
The collective efficacy and capability
to develop and use assets
to accomplish purposes and produce outcomes that matter to all
through agreed-upon processes
Moving from a community where we can accomplish outcomes individually to one where we can do so only because we are together
Use “holding environments”, safe spaces where all staff members can talk with one another about challenges and assumptions—Exs. Study groups, focus groups, structured dialogues, protocols, strategic questioning
Tangible Assets Intangible Assets
Have physical existence
Can be touched or seen
Can leave the community
Can be more or less useful as
a result of intangible assets
Examples: leader. Strategic
plan, computers
Are difficult to see or touch
Are difficult to measure
Are the basis for making
tangible assets more
effective
Examples: leadership,
planning process, attitudes
about the use of
technology
Leadership Strategy execution Communication
and transparency Brand and
reputation Networks and
alliances (Low and Kalafut,
2002)
Technology processes
Human capital Workplace
organization and culture
Innovation Intellectual capital Adaptability
PROCESSES THAT FOSTER:
Patterns of communication Relationships among community members A sense of well-being Connections between the school and other
institutions Shared leadership opportunities A sense of order and discipline
(Waters and Cameron, 2006)
PRINCIPLES AGREEMENTS
Guidelines for human conduct that are proven to have enduring value
Examples: Integrity, inclusiveness, Excellence, Service, Responsibility, Quality, Honor, Openness, Fairness, Honesty, Patience, Courage, Transparency
The ways in which we operationalize principles to create ground rules for the common good.
Transparency requires of us that we….
(Covey, 1989)
A shared perception or belief held by a group that the group can organize and execute a course of action that makes a difference.
(Goddard, 2005)
In fact, the group must believe that the only way to reach extraordinary heights is by working together in a collective effort.
Efficacious schools are more likely to:
Accept challenging goals
Demonstrate stronger efforts
Persist in efforts to overcome difficulties and succeed
Set feasible goals Interpret achievement data as evidence of
success or failure to meet goals Identify exemplars of successful performance Create opportunities for teachers to observe
one another Persuade teachers of the ability to become
an effective organization through supervision and staff development
Reduce teacher stress from district mandates and community expectations
Complete the Professional Learning Community Assessment Tool.
Share your results with a partner.
“REMEMBER THE TITANS”
Purposeful Community
Purposeful Community
Pu
rposefu
l C
om
mu
nit
yP
urp
osefu
l Com
mu
nity
Leadership
Leadership
Lead
ers
hip
Lead
ers
hip
FOCUSSchool practices
Classroom practices
Student characteristics
MAGNITUDECreate demand
Implement
Manage transitions
Monitor and evaluate