LEADERSHIP FORLEADERSHIP FORCHANGECHANGE

What Great PrincipalsWhat Great Principals

Do DifferentlyDo Differently

Research: Research: School LeadershipSchool Leadership

Leadership is second only to classroom Leadership is second only to classroom instruction among all school-related factors instruction among all school-related factors that contribute to what students learn at that contribute to what students learn at school. school.

Leadership effects are usually largest where Leadership effects are usually largest where and when they are needed the most.and when they are needed the most.

((Leithwood, Louis, Anderson,& Wahlstrom, 2004) Leithwood, Louis, Anderson,& Wahlstrom, 2004)

MarzanoMarzano(2003 & 2004)(2003 & 2004)

Leadership could be considered the single Leadership could be considered the single most important aspect of effective school most important aspect of effective school reform.reform.

Leadership is a necessary condition for Leadership is a necessary condition for effective reform relative to the school level, effective reform relative to the school level, the teacher level, and the student level the teacher level, and the student level factors.factors.

COTTON’S 25 LEADERSHIP COTTON’S 25 LEADERSHIP PRACTICES (2003) PRACTICES (2003)

1. Safe & Orderly School Environment1. Safe & Orderly School Environment

2. Vision & Goals Focused on High Levels of Student Learning2. Vision & Goals Focused on High Levels of Student Learning

3. High Expectations for Student Learning3. High Expectations for Student Learning

4. Self-confidence, Responsibility and Perseverance4. Self-confidence, Responsibility and Perseverance

5. Visibility and Accessibility5. Visibility and Accessibility

6. Positive and Supportive School Climate6. Positive and Supportive School Climate

7. Communication and Interaction7. Communication and Interaction

8. Emotional and Interpersonal Support8. Emotional and Interpersonal Support

9. Parent and Community Outreach and Involvement9. Parent and Community Outreach and Involvement

10. Rituals, Ceremonies, and other Symbolic Actions 10. Rituals, Ceremonies, and other Symbolic Actions

11. Shared Leadership, Decision Making & Staff Empowerment11. Shared Leadership, Decision Making & Staff Empowerment

12. Collaboration12. Collaboration

Cotton’s 25Cotton’s 25

13. Instructional Leadership13. Instructional Leadership14. Ongoing Pursuit of High Levels of Student Learning14. Ongoing Pursuit of High Levels of Student Learning15. Norm of Continuous Improvement15. Norm of Continuous Improvement16. Discussion of Instructional Issues16. Discussion of Instructional Issues17. Classroom Observations & Feedback17. Classroom Observations & Feedback18. Support of Teacher Autonomy18. Support of Teacher Autonomy19. Support of Risk Taking19. Support of Risk Taking20. Professional Development Opportunities20. Professional Development Opportunities21. Protecting Instructional Time21. Protecting Instructional Time22. Monitoring Student Progress & Sharing Findings22. Monitoring Student Progress & Sharing Findings23. Use of Student Progress Data for Program Improvement23. Use of Student Progress Data for Program Improvement24. Recognition of Student and Staff Achievement24. Recognition of Student and Staff Achievement25. Role Modeling25. Role Modeling

LEADERSHIP VS MANAGEMENTLEADERSHIP VS MANAGEMENT

““The manager administers,The manager administers, the leader innovates.the leader innovates. The manager has a short-range view;The manager has a short-range view; the leader has a long-range perspective.the leader has a long-range perspective. The manager asks how and when,The manager asks how and when, the leader asks what and why.the leader asks what and why. The manager accepts the status quo;The manager accepts the status quo; the leader challenges it.the leader challenges it. The manager does things right;The manager does things right; the leader does the right thing. (Bennis, 1989)the leader does the right thing. (Bennis, 1989)

TYPES OF CHANGETYPES OF CHANGE

FIRST ORDER CHANGE- FIRST ORDER CHANGE- first order change is first order change is “incremental”. It can be thought of as the next most “incremental”. It can be thought of as the next most obvious step to take a school or district.obvious step to take a school or district.

SECOND ORDER CHANGE- SECOND ORDER CHANGE- second order second order change involves a dramatic departure from the expected, change involves a dramatic departure from the expected, both in defining the problem and in finding solutions.both in defining the problem and in finding solutions.

Second order change is “deep change”.Second order change is “deep change”.

CHARACTERISTICS OF FIRST-ORDER CHANGE CHARACTERISTICS OF FIRST-ORDER CHANGE AND SECOND ORDER CHANGEAND SECOND ORDER CHANGE

First Order ChangeFirst Order Change Perceived as extension of past Perceived as extension of past

practicepractice Fits with existing paradigmsFits with existing paradigms Can be implemented with existing Can be implemented with existing

knowledge and skillsknowledge and skills Requires resources that are Requires resources that are

currently availablecurrently available Accepted because of common Accepted because of common

agreement that the change is agreement that the change is necessary.necessary.

Second Order ChangeSecond Order Change Perceived as a break with the Perceived as a break with the

pastpast Lies outside existing paradigmsLies outside existing paradigms Requires the acquisition of new Requires the acquisition of new

skills and knowledgeskills and knowledge May require resources to be May require resources to be

reallocatedreallocated May be resisted because only May be resisted because only

those who have a broad those who have a broad perspective of the school see perspective of the school see the innovation as necessary.the innovation as necessary.

LEADING 2LEADING 2NDND ORDER CHANGE ORDER CHANGE

““The only way to discover the limits of the The only way to discover the limits of the possible is to go beyond them into the possible is to go beyond them into the impossible.” (Arthur C. Clark)impossible.” (Arthur C. Clark)

Second order change will impact the entire Second order change will impact the entire school community and if not approached school community and if not approached proactively by the leadership will result in proactively by the leadership will result in broad based resistance.broad based resistance.

WHAT GREAT PRINCIPALS DO WHAT GREAT PRINCIPALS DO DIFFERENTLYDIFFERENTLY

DEFINING LEADERSHIP:DEFINING LEADERSHIP: ““Interpersonal influence directed through the Interpersonal influence directed through the

communication process toward the communication process toward the attainment of some goal or goals.”attainment of some goal or goals.” (Tannenbaum, Weschler, Massarik, 1961)(Tannenbaum, Weschler, Massarik, 1961)

Effective leadership means more than Effective leadership means more than simply knowing what to do…. It is knowing simply knowing what to do…. It is knowing when, how, and why to do it.when, how, and why to do it.

““BEGIN WITH THE END IN MIND”BEGIN WITH THE END IN MIND” ( Steven Covey)( Steven Covey)

““Effective leaders put words to the formless Effective leaders put words to the formless longings and deeply felt needs of others.” longings and deeply felt needs of others.”

(Warren Bennis)(Warren Bennis)

““Community building must become the heart of Community building must become the heart of any school improvement effort.” any school improvement effort.”

(Thomas Sergiovani)(Thomas Sergiovani)

““School cultures can not be changed from with-School cultures can not be changed from with-out; they must be changed from with-in.”out; they must be changed from with-in.”

(Roland Barth, 2001)(Roland Barth, 2001)

SCHOOL CULTURESSCHOOL CULTURES

Every school building has a unique culture… some Every school building has a unique culture… some are hospitable to learning and at the other are hospitable to learning and at the other extreme…some are toxic to the promotion of extreme…some are toxic to the promotion of learning.learning.

School cultures are incredibly resistant toSchool cultures are incredibly resistant to

change. Unless teachers and administrators work change. Unless teachers and administrators work together to change the culture of the school, all together to change the culture of the school, all innovations will simply be superficial add-ons. innovations will simply be superficial add-ons. “Window- dressing”.“Window- dressing”.

KEEP THE END IN MINDKEEP THE END IN MIND

““A leader is a juggler, a person who A leader is a juggler, a person who maintains a dynamic vision of “what could maintains a dynamic vision of “what could be” while dealing with the everyday “what is” be” while dealing with the everyday “what is” crises and mundane demands.”crises and mundane demands.”

( Matusak & Young, 1997)( Matusak & Young, 1997)

The vision “thing”The vision “thing”

EXAMPLE:EXAMPLE: The school community is challenged to The school community is challenged to

create and maintain a culture that is create and maintain a culture that is hospitable to the promotion of human hospitable to the promotion of human growth and learning.growth and learning.

QUESTIONS DRIVE LEARNINGQUESTIONS DRIVE LEARNING

What questions come to mind when you What questions come to mind when you read this vision?read this vision?

What would we need to define in this vision?What would we need to define in this vision? What concrete ingredients would create an What concrete ingredients would create an

ethos hospitable for the growth of human ethos hospitable for the growth of human learning?learning?

What actions prevent the growth of human What actions prevent the growth of human learning?learning?

Other ??????Other ??????

It’s People, Not ProgramsIt’s People, Not Programs “ “ In our rush to reform education, we have In our rush to reform education, we have

forgotten a simple truth:forgotten a simple truth:

reform will never be achieved by reform will never be achieved by appropriations, restructuring schools, appropriations, restructuring schools, rewriting curricula, and revising texts if we rewriting curricula, and revising texts if we continue to demean and dishearten the continue to demean and dishearten the human resource called the teacher on whom human resource called the teacher on whom so much depends.” (Parker Palmer)so much depends.” (Parker Palmer)

12 Healthy Cultural Norms12 Healthy Cultural Norms(Saphier & King, 1985)(Saphier & King, 1985)

1.1. CollegialityCollegiality2.2. ExperimentationExperimentation3.3. High ExpectationHigh Expectation4.4. Trust & ConfidenceTrust & Confidence5.5. Tangible SupportTangible Support6.6. Reaching out to the knowledge baseReaching out to the knowledge base7.7. Appreciation and recognitionAppreciation and recognition8.8. Caring & humorCaring & humor9.9. Involvement in decisionsInvolvement in decisions10.10. Protection of what is importantProtection of what is important11.11. TraditionsTraditions12.12. Open & honest communicationOpen & honest communication

““Education is always a vocation rooted in Education is always a vocation rooted in hopefulness.” (B. Hooks)hopefulness.” (B. Hooks)

TREAT EVERYONE WITH RESPECT AND TREAT EVERYONE WITH RESPECT AND DIGNITY…EVERYDAY…ALL THE TIME…. DIGNITY…EVERYDAY…ALL THE TIME…. NO EXCEPTIONSNO EXCEPTIONS

SET THE EMOTIONAL TONE OF YOUR SET THE EMOTIONAL TONE OF YOUR BUILDING (BUILDING (BE A THERMOSTAT NOT A THERMOMETER)BE A THERMOSTAT NOT A THERMOMETER)

REWARD ROUTINELY, REWARD ROUTINELY, RECOGNIZE RELENTLESSLYRECOGNIZE RELENTLESSLY

““TRUST” IN SCHOOLS TRUST” IN SCHOOLS ““Principals establish both respect and personal Principals establish both respect and personal

regard when they acknowledge the regard when they acknowledge the vulnerabilities of others, actively listen to their vulnerabilities of others, actively listen to their concerns, and avoid arbitrary actions. Effective concerns, and avoid arbitrary actions. Effective principals couple these behaviors with a principals couple these behaviors with a compelling school vision and behavior that compelling school vision and behavior that clearly seeks to advance their vision. This clearly seeks to advance their vision. This consistency between words and actions affirms consistency between words and actions affirms their personal integrity. Then, if the principal their personal integrity. Then, if the principal competently manages basic day to day school competently manages basic day to day school affairs, an overall ethos conducive to the affairs, an overall ethos conducive to the formation of trust will emerge.” formation of trust will emerge.”

(Bryk &Schneider,2003)(Bryk &Schneider,2003)

““You can’t mandate what matters.”You can’t mandate what matters.” ( Fullan, 1997)( Fullan, 1997)

Trust is the “connective tissue” that holds Trust is the “connective tissue” that holds improving schools together. improving schools together.

Trust is the “social lubricant” that makes difficult Trust is the “social lubricant” that makes difficult work possible.work possible.

Bryk & Schneider found:Bryk & Schneider found:

Schools with a high degree of “relational trust” are Schools with a high degree of “relational trust” are far more likely to make the kinds of changes that far more likely to make the kinds of changes that help to raise student achievement.help to raise student achievement.

Trust First vs Vision firstTrust First vs Vision first(Thomas Sergiovanni,2005)(Thomas Sergiovanni,2005)

Vision FirstVision First Set a visionSet a vision Develop a strategyDevelop a strategy Move to actionMove to action Work on trustWork on trust Monitor performance, increase evaluations, Monitor performance, increase evaluations,

train/retraintrain/retrain Try to mend fences, improve relationships, and Try to mend fences, improve relationships, and

get more people on board to improve get more people on board to improve effectiveness.effectiveness.

Trust-First ApproachTrust-First Approach

1. Establish trust first1. Establish trust first 2. Set a vision2. Set a vision 3. Develop a strategy3. Develop a strategy 4. Move to action4. Move to action 5. Return to vision and strategy to modify in light of:5. Return to vision and strategy to modify in light of: a) what works and what doesn’ta) what works and what doesn’t b) what assumptions are validb) what assumptions are valid c) what core values are compromisedc) what core values are compromised 6. Use accumulated “trust” to forge new strategies for 6. Use accumulated “trust” to forge new strategies for

improving effectiveness.improving effectiveness.

TEACH THE TEACHERSTEACH THE TEACHERS

““No amount of good feeling is adequate without the No amount of good feeling is adequate without the pedagogical dimension, without students actually knowing pedagogical dimension, without students actually knowing more and being able to do more at the end of the school more and being able to do more at the end of the school year then they could at the beginning.” (Kohl, 1998)year then they could at the beginning.” (Kohl, 1998)

““A key to school improvement is the willingness and ability A key to school improvement is the willingness and ability of principals to assume the role of staff developers who of principals to assume the role of staff developers who make it their mission to alter the professional practices, make it their mission to alter the professional practices, beliefs, and understanding of school personnel toward an beliefs, and understanding of school personnel toward an articulated end.”articulated end.”

( DuFour,Berkey, 1995)( DuFour,Berkey, 1995)

INSTRUCTIONAL EFFECTIVENESSINSTRUCTIONAL EFFECTIVENESS

““Holding high expectations for students without also Holding high expectations for students without also providing top-notch instruction is tantamount to educational providing top-notch instruction is tantamount to educational malpractice.”malpractice.”

(Elaine McEwan,2003)(Elaine McEwan,2003)

Instructional leaders work with teachers to systematically Instructional leaders work with teachers to systematically translate “fuzzy standards” into plain english so they have a translate “fuzzy standards” into plain english so they have a detailed and understandable direction for instruction.detailed and understandable direction for instruction.

GREAT PRINCIPALS ARE THE LEAD LEARNERS AND GREAT PRINCIPALS ARE THE LEAD LEARNERS AND TEACHERS IN THEIR SCHOOL !TEACHERS IN THEIR SCHOOL !

22ndnd ORDER CHANGE ORDER CHANGE

BE PROACTIVEBE PROACTIVE Establish a school leadership teamEstablish a school leadership team The school leader needs to drive 2The school leader needs to drive 2ndnd order change order change

but needs collaborative help!but needs collaborative help! Leadership must Leadership must motivate & inspiremotivate & inspire staff to buy staff to buy

into operating at their; into operating at their; ““edge ofedge of competence.”competence.” Mindfully connect the second-order change to the Mindfully connect the second-order change to the

vision & beliefs of the school.vision & beliefs of the school. Define the work- Use data for a “Balcony View”Define the work- Use data for a “Balcony View”

Defining ExcellenceDefining Excellence

3 Models of Excellence3 Models of Excellence

1. Competitive Victory Model1. Competitive Victory Model

2. Comparative Growth Model2. Comparative Growth Model

3. Individual Student Growth Model3. Individual Student Growth Model

NO ONE ELSE IS COMING !NO ONE ELSE IS COMING !

If the conditions in which children live are such If the conditions in which children live are such that the behavior of the principal does not make a that the behavior of the principal does not make a difference in children’s schooling, then we can difference in children’s schooling, then we can blame lack of success on circumstances….blame lack of success on circumstances….

However, if it is true that what “we” do can have a However, if it is true that what “we” do can have a profound effect on children’s lives then we have profound effect on children’s lives then we have the ethical and moral obligation to create the ethical and moral obligation to create conditions in schools that reflect the best of what conditions in schools that reflect the best of what we know !!we know !!