The Learning LeaderDouglas B. ReevesHow to Focus Improvement for Better Results

Part I

Focus Improvement

Complexity of Leadership Research

Contrived Complexity “Pretentious Terminology” “Laborious Processes” Lack Substance Enslaved by Process The focus has become the

plan, not the quest for improvement

We do improvement plans, we don’t improve achievement

Artificial Simplicity “Unwarranted Simplicity” Propose easy steps to

success 3 rules 7 steps Easy, simple, quick Groundless in research No long-term gains

Both Types of ComplexityFrustrate participants Waste timeWaste resourcesAvoid real issues of improvementProduce plans for “planning’s sake”Check off “steps accomplished”Never identify/engage the issues

Must Strike a Balance Between

Complexity Grapple with complex data Analyze issues to

determine the essential Understand the

“multivariate” nature of all problems

Accept the lessons of failure

Complex human systems

Simplicity

Keys to ImprovementMonitoringEvaluationValuesBeliefsImplementationAll are, by definition, difficult human endeavors

REMEMBER“Someone must actually do the hard work of

slogging through the data, assessing the intersection of tens of thousands of data points, comparing the results of quantitative and qualitative analyses, and filtering each hypothesis through the multiple lenses of research, experience and:

common sense”

Doug Reeves

Messy Leadership Preferred

Messy Review data Mid-course corrections Focus on leverage points Repeat steps to focus

improvement

Neat Planning Processes Procedures Precedence over

achievement

LeadershipLeading or Learning?

RESULTS

ACHIEVEMENT ANTECENDENTS OF

EXCELLENCE

LEADERSHIP FOR LEARNING FRAMEWORK

The LuckyHigh Results, No Understanding of Antecedents

Achievement not related to instruction

Performance predates teaching

Success not sustainable or attributed to adult actions

Replication of success unlikely

The LoserLow results, no understanding of antecedents

Attribute failure to students, parents, SES, ethnicity, etc.

No reason to change

Victimhood, “Belligerent indifference”

Irresponsibility

Replication of failure highly likely

The LeaderHigh Results, good understanding of antecedents

Pursues continuous improvement

Realizes that success that is static is transitory

Replication of Success is likely

The LearnerLow results, high understanding of antecedents

Engages with data

Tests hypothesis

Does not blame

Identifies successes

Searches to Learn to improve learning

Replication of success likely

Research-Based Truths of Leadership

Adult Actions MatterSpecific Leadership Actions Link to Improved

Student AchievementLeadership is not one skill nor the action of an

individual

Adult Actions MatterLeadership, teaching and adult actions have more power in determining achievement than demographic factors.

Specific Leadership Actions Improve Achievement

Inquiry: successful determination of failure and success (adult causes, “blaming victim” is statistically untrue”)

Implementation: specific elements of improvement are implemented with students at the classroom level, and are implemented continuously

Monitoring: ongoing assessment of success and failure, not at program level, but at the student level

Leadership Not One Skill or Actions of an Individual

Leadership utilizes a variety of skills, attitudes and beliefs

Leadership utilizes a variety of people from all parts of the organization many of whom are not called “leader.”

Leadership: A Data-Based Human Endeavor

Challenging Leadership Myths

Historical ModelsAnalytical ModelsRelationship Models“The One Thing You Need to Know”

Historical Myths“Historical Heroes” as Leadership Models

All historical accounts skewed by reporters and their context;

While models of heroism are useful, actions do not transfer directly across space and time.

Historical biography at best good reporting not sound research;

Analytical MythsAnalysis alone is the attempt to quantify human behavior, and alone is due to fail.

Myth: Since “low SES schools” perform more poorly than “high SES” schools, poverty determines achievement.

(When most Low SES schools also have a lower percentage of quality teachers.)

“Two variable correlations insinuate only one cause and effect”

Life is “Multivariate”

Relationship MythsWhile “emotional intelligence” has been proven a significant factor in leadership success, sole reliance on positive relationships and conflict avoidance is ineffective and not supported by results.

Evidence: 1. The leader that avoids

conflict at the expense of results.

2. The leader that may be criticized as impersonal but is revered for results after they leave.

The One Thing You Need to Know Myth

Leadership defies one-dimensional definition.

The range of variability in human behavior approaches the infinite.

Understanding of Leadership can be informed by history, analysis, and relationship theory.There is never “one thing,” in an organization.

Leadership is multi-dimensional.

Leadership is not solitary: “We cannot do it alone.”

Learning Listening BreakGroup review of Learning to Lead Podcasts by

Doug ReevesListen, Discuss, Summarize, Report Out

Model Teachers

The Value of Culture

3 Challenges of Web 3.0

Looking Deeper in Data Avoiding the Landmines

Let’s Start Again With Some Humor

A Video Portrait of this Class in a few Years!

Can’t Do It AloneLeadership is multi-dimensional.

No single person is capable of excellence in all dimensions.

Leadership must be an organizational function.

Shared responsibility with complementing leadership roles.

No single person bears the brunt of being exemplary in all aspects.

Wisdom of the GroupLeadership decision-making more accurate when entrusted to a group or team.

Likelihood of success greater via the team than the individual.

Even in Probability the greater the number of trials the greater the accuracy.

Coaches pick those that complement not those that repeat the same strengths and weaknesses.

Architectural LeadershipLeaders are the Architects of Organizational Improvement

Vision alone cannot lead.

Leadership then becomes

Distributive, Collaborative,

Connective, Complimentary,

Empowering, Inclusive