FASD Spring Forum Developing a Purposeful Community · Purposeful Community •Accomplish purpose and produce outcomes that matter to all •Development and use of all available assets

Developing a Purposeful

Community

FASD Spring Forum

Community

Session OutcomesIncreased:

• understanding of the relationship between a purposeful community and student achievement.

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• understanding of the four characteristics of a purposeful community and how they relate.

Purposeful CommunityPurposeful CommunityPurposeful CommunityPurposeful Community

SchoolSchoolSchoolSchool----Level LeadershipLevel LeadershipLevel LeadershipLevel Leadership

FocusFocusFocusFocus MagnitudeMagnitudeMagnitudeMagnitude

Balanced Leadership Framework®

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Purposeful CommunityPurposeful CommunityPurposeful CommunityPurposeful Community

SchoolSchoolSchoolSchool----Level LeadershipLevel LeadershipLevel LeadershipLevel Leadership

FocusFocusFocusFocus

ofofofof

LeadershipLeadershipLeadershipLeadership

MagnitudeMagnitudeMagnitudeMagnitude

ofofofof

ChangeChangeChangeChange

What is a purposeful community?

A purposeful community is one with the

collective efficacy and capability to

develop and use assets to accomplish

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purposes and produce outcomes that

matter to all community members

through agreed-upon processes.

(McREL, 2004)

Community-Building

1. Identify a community to which you belong. For each community determine:

• Its purpose,

• The agreed-upon manners of working, and

• The assets that support it.

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• The assets that support it.

2. Share your community with a partner.

3. Consider whether or not this community is purposeful.

Characteristics of a

Purposeful Community

• Accomplish purpose and produce outcomes

that matter to all

• Development and use of all available assets

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• Development and use of all available assets

• Agreed-upon processes

• Collective efficacy

Collective efficacy is the characteristic that distinguishes purposeful community from other theories about communities.


Outcomes Outcomes Outcomes Outcomes thatthatthatthat

AgreedAgreedAgreedAgreed----uponuponuponupon

processesprocessesprocessesprocesses

Collective Collective Collective Collective

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thatthatthatthat

matter to matter to matter to matter to allallallall

Use of all available Use of all available Use of all available Use of all available assetsassetsassetsassets


efficacyefficacyefficacyefficacy

Associated Leadership

Responsibilities

• AffirmationAffirmationAffirmationAffirmation

• CommunicationCommunicationCommunicationCommunication

• CultureCultureCultureCulture

• Ideals/beliefsIdeals/beliefsIdeals/beliefsIdeals/beliefs

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• Ideals/beliefsIdeals/beliefsIdeals/beliefsIdeals/beliefs

• Input Input Input Input

• Relationships Relationships Relationships Relationships

• Situational awarenessSituational awarenessSituational awarenessSituational awareness

• Visibility Visibility Visibility Visibility

Guided Reflection –

Purposeful Community Survey

• Review the Outcomes that Matter to All section of the Purposeful Community Survey.

• Record how you would answer these questions.

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questions.

• Record how you think your staff would answer these questions.

• How purposeful is your school when it comes to determining what outcomes matter most?

Accomplish Purpose and

Produce Outcomes that

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Produce Outcomes that

Matter to All


Outcomes Outcomes Outcomes Outcomes thatthatthatthat Collective Collective Collective Collective

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thatthatthatthat





Accomplish Purpose and Produce

Outcomes That Matter to All

• Moving from coincidental to intentional or purposeful

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• Moving from a community where we can accomplish outcomes individuallyindividuallyindividuallyindividuallyto a community where we can accomplish outcomes onlyonlyonlyonly because we are together

Holding Environment

• A holding environmentholding environmentholding environmentholding environment is a

figurative “safe place” for

all staff members to talk

about what is going on in

the organization.

Examples:Examples:Examples:Examples:

Structured dialoguesStructured dialoguesStructured dialoguesStructured dialogues

ProtocolsProtocolsProtocolsProtocols

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the organization.

• It is where they can talk

with one another about the

challenges they face,

debate issues, and clarify

assumptions.

Strategic questioning Strategic questioning Strategic questioning Strategic questioning

Study groupsStudy groupsStudy groupsStudy groups

Focus groupsFocus groupsFocus groupsFocus groups

Holding Environment

The key to the holding environment

is to provide enough structure so

that changes perceived as second

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that changes perceived as second

order can be addressed in a

positive and productive manner.

Purpose and Outcomes That

Matter to All

• What is it that we can only accomplish because we are together as a community that we cannot accomplish individually?

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• What do we expect to see in our schools when we have successfully accomplished outcomes that matter to all of us?






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thatthatthatthat





Development and Use of All

Available Assets

• Tangible and intangible assets are different.

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different.

• The strategic and effective use of assets can have an impact on research-based practices.

Tangible Assets to Consider

Leaders

Institutions

Geographical spaces

Individuals

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Individuals

Foundations

Businesses

Intangible Assets

Intangible assets “represent the ways that people

and resources are brought together to accomplish

work. They form the identity and personality of the

organization by defining what it is good at doing,

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organization by defining what it is good at doing,

and in the end, what it is.”

(Ulrich & Smallwood, 2004)

Intangible assets Intangible assets Intangible assets Intangible assets are not are not are not are not easy to measure, so leaders pay far less easy to measure, so leaders pay far less easy to measure, so leaders pay far less easy to measure, so leaders pay far less attention to them than to tangible assets, despite their importance.attention to them than to tangible assets, despite their importance.attention to them than to tangible assets, despite their importance.attention to them than to tangible assets, despite their importance.

Intangible Assets to Consider

• Leadership

• Strategy execution

• Communication and transparency

• Technology and processes

• Human capital

• Workplace organization and

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transparency

• Brand equity

• Reputation

• Networks and alliances

• Workplace organization and culture

• Innovation

• Intellectual capital

• Adaptability(Low & Kalafut, 2002)

Considering Intangible Assets

1. Think about how intentional your school or

district is in utilizing intangible assets.

2. Using the intangible assets rubric, determine

how effective you think your school or district

has been in utilizing intangible assets.

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has been in utilizing intangible assets.

3. Be prepared to share your insights with a

colleague.




processesprocessesprocessesprocessesOutcomes Outcomes Outcomes Outcomes

thatthatthatthat

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Use of all Use of all Use of all Use of all available assetsavailable assetsavailable assetsavailable assets





Agreed-Upon Processes

Operating Principles

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Operating Principles

Working Agreements

What are agreed-upon processes?

“Agreed-upon processes are the processes that

lead to patterns of communication,

relationships among community members, a

sense of well-being, connections between the

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sense of well-being, connections between the

school and other institutions, shared

leadership opportunities, and a sense of order

and discipline.”

(Waters & Cameron, 2006)

Small-Group Activity

With your colleagues:

• Think about the operating principles that were in place when you arrived at your current school.

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your current school.

• Were they instituted formally or informally?

• Share your insights with your colleagues.

Agreed-Upon Processes and the

Research on Group Enablement

Review the quotes from the research on

group enablement.

•Do the operating principles and agreement

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•Do the operating principles and agreement

you developed support the concept of group

enablement?

•Discuss how these operating principles and

agreements might lead to shared leadership

opportunities.




Collective Collective Collective Collective Outcomes thatOutcomes thatOutcomes thatOutcomes that

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Use of all Use of all Use of all Use of all available assetsavailable assetsavailable assetsavailable assets


efficacyefficacyefficacyefficacyOutcomes thatOutcomes thatOutcomes thatOutcomes that

matter to allmatter to allmatter to allmatter to all

What is collective efficacy?

“For schools, collective efficacy refers to

the perceptionsperceptionsperceptionsperceptions of teachers in a school

that the faculty as a whole can execute

the courses of action necessary to have

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positive effects on students.”

(Goddard, Hoy, & Hoy, 2004)

“Efficacy judgments are “Efficacy judgments are “Efficacy judgments are “Efficacy judgments are beliefs beliefs beliefs beliefs about individual or group capability, about individual or group capability, about individual or group capability, about individual or group capability,

notnotnotnot necessarily accurate assessments of those capabilities.” necessarily accurate assessments of those capabilities.” necessarily accurate assessments of those capabilities.” necessarily accurate assessments of those capabilities.”

(Goddard, 2001)

Why collective efficacy?

A strong research base

Quantitative research

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Multiple studies identify a positive relationship between collective efficacy

and student achievement

Key Research Findings

• There is a positive and significant

relationship between collective efficacy

and student achievement.

• Collective efficacy is a stronger predictor

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• Collective efficacy is a stronger predictor

of student achievement than

socioeconomic status.

• Collective efficacy is task specific.

Conclusions from Literature

“Efficacious schools are more likely to:

•Accept challenging goals,

•Demonstrate stronger efforts, and

•Persist in efforts to overcome difficulties and

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•Persist in efforts to overcome difficulties and

succeed.”

(Hoy, Smith, & Sweetland, 2002)

“Weak collective efficacy is likely to lead to reduced effort and a “Weak collective efficacy is likely to lead to reduced effort and a “Weak collective efficacy is likely to lead to reduced effort and a “Weak collective efficacy is likely to lead to reduced effort and a

propensity to give up when things get tough.” propensity to give up when things get tough.” propensity to give up when things get tough.” propensity to give up when things get tough.”

Implications for School Leaders

• Collective efficacy can be developed.

• Interpretations of past events affect

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• Interpretations of past events affect the development of collective efficacy.

• School leaders’ interpretations have an impact on collective efficacy.

School Leaders’ Contributions • Set feasible goals.

• Interpret achievement data as evidence of success or failure to meet the goals.

• Identify exemplars of successful performance.

• Create opportunities for teachers to observe one another.

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• 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. (Ross, Hogaboam-Gray, & Gray, 2004)

Developing Collective Efficacy

Mastery experience

Vicarious experience

Social persuasion

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Social persuasion

Affective states

Developing Collective Efficacy

In your group:

• Read the quotations about how to develop collective efficacy from your assigned section.

• Select one quotation and share the meaning it holds for you as a leader with your group.

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holds for you as a leader with your group.

• Continue until each participant has an opportunity to select and share one quotation.

• Capture key ideas in your notes.

Debrief

1. What strategy will you use to develop collective efficacy in your setting?

2. How will you emphasize the leadership

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2. How will you emphasize the leadership responsibilities to help you develop collective efficacy?

“Teachers as a group experience successes and

failures. Past school successes build teachers'

beliefs in the capability of the faculty, whereas

failures undermine it. If success is frequent and

The most powerful way to develop collective efficacy The most powerful way to develop collective efficacy The most powerful way to develop collective efficacy The most powerful way to develop collective efficacy is through mastery experienceis through mastery experienceis through mastery experienceis through mastery experience.

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failures undermine it. If success is frequent and

too easy, however, failure is likely to produce

discouragement. A resilient sense of collective

efficacy requires experience in overcoming

difficulties through persistent effort.”

(Goddard, 2003)

“The behavior of school leaders seems

likely to influence the interpretations in

either positive or negative ways. Leadership

The explanatory style of the leader makes a The explanatory style of the leader makes a The explanatory style of the leader makes a The explanatory style of the leader makes a big difference in how individuals interpret big difference in how individuals interpret big difference in how individuals interpret big difference in how individuals interpret

success or failure.success or failure.success or failure.success or failure.

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either positive or negative ways. Leadership

that is calm in the face of conflict goes a

long way toward limiting misinterpretation

and either over- or under-reaction.”

(Hoy, Smith, & Sweetland, 2002)

Interpreting Success

According to Bandura, “If the success is

attributed to internal or controllable

causes, such as ability or effort, self-

efficacy beliefs are enhanced. But if the

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success is attributed to luck or the

interventions of others, self-efficacy may

not be strengthened.”

(Goddard, Hoy, & Hoy, 2004, p. 5)

Interpreting Failure

According to Seligman (1990), “learned

helplessness” is caused by experiences in which

people learn that nothing that they do matters

and their responses do not bring them what they

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want. They learn to expect that, in the future,

their actions will once again be futile.

Learned helplessness is the belief that yourLearned helplessness is the belief that yourLearned helplessness is the belief that yourLearned helplessness is the belief that your

actions will be futile.actions will be futile.actions will be futile.actions will be futile.

Two Dimensions of Hope

PermanencePermanencePermanencePermanence – the extent to which you perceive the events as permanent

PermanentPermanentPermanentPermanent: : : : Schools will never change.Schools will never change.Schools will never change.Schools will never change.

TemporaryTemporaryTemporaryTemporary: : : : At times, schools struggle with change.At times, schools struggle with change.At times, schools struggle with change.At times, schools struggle with change.

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PervasivenessPervasivenessPervasivenessPervasiveness – the extent to which you perceive the events as pervasive and catastrophic

UniversalUniversalUniversalUniversal: : : : All schools need to be fixed. All schools need to be fixed. All schools need to be fixed. All schools need to be fixed.

SpecificSpecificSpecificSpecific: : : : This school needs to address some things.This school needs to address some things.This school needs to address some things.This school needs to address some things.

(Seligman, 1990)

Think-Pair-Share

With a partner:

• Think about recent messages you have heard about students at your school.

• Pair with the person next to you.

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• Discuss the messages and the extent to which they reflected permanence and pervasiveness.

• Share how you responded to those messages.

Creating Hope

“Finding “Finding “Finding “Finding temporarytemporarytemporarytemporary

and and and and specificspecificspecificspecific causes causes causes causes

for misfortune is the for misfortune is the for misfortune is the for misfortune is the

art of hope. art of hope. art of hope. art of hope.

Temporary causes Temporary causes Temporary causes Temporary causes

On the other hand, On the other hand, On the other hand, On the other hand, permanentpermanentpermanentpermanent causes causes causes causes

produce helplessness produce helplessness produce helplessness produce helplessness in the future, and in the future, and in the future, and in the future, and

universal universal universal universal causes can causes can causes can causes can spread helplessness spread helplessness spread helplessness spread helplessness

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Temporary causes Temporary causes Temporary causes Temporary causes

limit helplessness in limit helplessness in limit helplessness in limit helplessness in

time, and specific time, and specific time, and specific time, and specific

causes limit causes limit causes limit causes limit

helplessness to the helplessness to the helplessness to the helplessness to the

original situation. original situation. original situation. original situation.

(Seligman, 1990)

spread helplessness spread helplessness spread helplessness spread helplessness throughout all throughout all throughout all throughout all

endeavors. Finding endeavors. Finding endeavors. Finding endeavors. Finding permanent and permanent and permanent and permanent and

universal causes for universal causes for universal causes for universal causes for misfortune is the misfortune is the misfortune is the misfortune is the

practice of despair.” practice of despair.” practice of despair.” practice of despair.”

For More Information

•Visit the McREL Web site

www.mcrel.orgwww.mcrel.orgwww.mcrel.orgwww.mcrel.org

• [email protected]

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• [email protected]

Documents

FASD Spring Forum Developing a Purposeful Community · Purposeful Community •Accomplish purpose and produce outcomes that matter to all •Development and use of all available assets