Balanced Leadership: Leadership at all levels

EDUCATIONAL LEADERSHIP THAT WORKS

MCREL’S BALANCED LEADERSHIP FRAMEWORK

Purposeful Community


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Leadership

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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



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“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.”



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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



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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”



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Education

Balanced Leadership: Leadership at all levels